Eugene IHS Junior Seminar First Trimester Community Service and Career Related Learning

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1 Eugene IHS Junior Seminar First Trimester Community Service and Career Related Learning

2 Seminar Class Concept Purpose of the Class: For students to develop community mindedness, independent learning habits, self-reflection, and research writing skills. Grading Structure: Each trimester grade will be determined by a student s performance on a scoring guide that describes the level of performance necessary to achieve a certain grade. In order to achieve a particular grade, a student s work must entirely fall within that grade. Otherwise, she or he will have earned a lower grade. Each trimester s scoring guide will be based on the following grading concept: F C B A Student is not completing community service, physical or creative activities and/or careerrelated learning requirements, and/or developing basic research skills. Student is completing community service, as well as physical and creative activities and career learning requirements, and is developing basic research skills. Student is showing independent learning ability, is serving the community and involved in creative and active undertakings, is ready for IB and College level research writing, and is able to reflect on his or her progress in all of the above. Student excels at independent learning, at serving the community, at challenging him or herself in creative and physical activities, at IB and College Level research writing, and at reflecting on his or her progress as an active learner in all of these undertakings. Student is neither on track to graduate from IHS, nor on track to receive an IB Full Diploma (even if registered as an IB Diploma Candidate) Student is on track to graduate from IHS, but is not on track to receive IB Full Diploma (whether or not registered as an IB Diploma Candidate) Student is on track to meet this term s Seminar requirements for IHS graduation, and is minimally on track to receive the IB Full Diploma (whether or not registered as an IB Diploma Candidate). Student is on track to meet this term s Seminar requirements for IHS graduation, and to meet CAS requirements for the IB Full Diploma (whether or not registered as an IB Diploma candidate). Late Work Policy: Late work will not be accepted in the class, except in the cases of extenuating circumstances that both student and teacher have agreed warrant the turning in/acceptance of late work. All requests for work to be accepted late must be made to the teacher ahead-of time, except in the highly unusual case that a student takes ill on the due date of the assignment. In that case, the student needs to contact the teacher about the illness, and set a new due date with the teacher, on the day that the student is able to return to school. Recording Grades: Teachers will distribute the scoring guide for each term as part of each term s seminar packet. Teachers will also keep a record of student work that has been completed for each term, and at what grade level it has been completed where applicable. This record may look like a grade book, or may look like a copy of the scoring guide with relevant categories circled or highlighted. Teachers will post predicted grades at midterm, and grades at the end of the term. Students should also keep track of which assignments they have done and at what level, on their own scoring guides. 11 th Grade Seminar Term 1: To use this scoring guide, choose the highest score that completely describes the student s work in the trimester. In order to achieve a particular grade, a student s work must entirely fall within that grade. Otherwise, she or he will have earned a lower grade.

3 F C B A Student is not completing community service and/or is not on track to complete Career Related Learning Requirements. Student is serving the community and is on track to complete Career Related Learning Requirements. Student is showing independent learning ability, is serving the community and is self-reflective. Student is on track to complete Career Related Learning Requirements. Student excels at independent learning, at community service and at self-reflection. Student has completed Career-Related Learning Requirements. Student is neither on track to graduate from IHS, nor on track to receive an IB Full Diploma (even if registered as an IB Diploma Candidate) Student is on track to graduate from IHS, but is not on track to receive IB Full Diploma (whether or not registered as an IB Diploma Candidate) Student is on track to meet this term s Seminar requirements for IHS graduation, and is minimally on track to receive the IB Full Diploma (whether or not registered as an IB Diploma Candidate). Student is on track to meet this term s Seminar requirements for IHS graduation, and to meet CAS requirements for the IB Full Diploma (whether or not registered as an IB Diploma candidate). Student has not attended most seminar meetings. Student has attended most seminar meetings, unless he or she had an excused absence. Student has attended all seminar meetings, unless he or she had an excused absence. Student has attended all seminar meetings, unless he or she had an excused absence. He or she has checked in with his or her teacher to make up for excused absences. Student has not completed 15 community service hours, or supervisor has not reviewed them. Student has submitted no evidence or reflection regarding his or her community service hours. Student has not met CRL s requirements for the school. Student has completed 15 hours of CAS, which seminar teacher has approved and supervisor has reviewed, this term. Student has shown minimal evidence of reflection, on time. Student meets CRL s requirements for the school. Student has completed 15 hours of CAS, which seminar teacher has approved and supervisor has reviewed, this term. Student has logged 2 pieces of evidence showing or reflecting on moments in his or her Community Service Hours, on time. Student meets CRL s requirements for the school. Student has completed 15 hours of Community Service, which seminar teacher has approved and supervisor has reviewed, this term and on time. Student has logged at least 2 pieces of evidence, including one thoughtful written reflection, showing how he or she has developed in terms of the IB learning outcomes in his or her Community Service Hours, on time. Student meets CRL s requirements for the school. Student does not turn in a Pre-CAS Goal Setting Activity. Student turns in a Pre-CAS Goal Setting Activity, but it only partially meets the standards. Student turns in a Pre-CAS Goal Setting Activity on time, and it meets the standard. Student turns in a Pre-CAS Goal Setting Activity on time, and it exceeds the standard.

4 DUE DATES AND SEMINAR MEETINGS DATE WHAT What to Bring or Have Done Time and Location Wednesday, September 16 Meeting Meeting First Seminar Meeting And The Parent/Student Review Verification Form Parent/Student Review Verification form in this packet, which teachers will hand out in 11 th Grade Classes between Sept 9th and 11th. Seminar Teacher s room an hour before Period 1. Wednesday, September 30 Seminar Meeting for Managebac Review and also setup for passing the Career Related Learning Requirements. To make your seminar time most productive, please have logged into Managebac again, found password to it, and/or gotten a new password if you lost your old one, prior to class. Seminar Teacher s room, an hour before Period 1. Wednesday, October 7 Pre-CAS Goal Setting Assignment Word Document Upload to ManageBac under the CAS Tab. Wednesday, October 7 15 hours of Community Service planned and approved. This is necessary for a passing midterm grade. CAS page on ManageBac CAS page on ManageBac Wednesday, October 28 Seminar Meeting for students who are behind in seminar. If you have not turned in your Pre-CAS Goal Setting Activity, or if you have not logged and had approved 15 CAS Hours, you must attend. Yourself. Seminar teacher s room, an hour before period 1.

5 Wednesday, Nov. 18 Seminar help with CAS and/or CRL s: students who need help with Managebac, with finding service placements, with record keeping, or who are otherwise in danger of getting a C or below in seminar must attend. You, and any questions you may have about the class and how to complete the requirements for it. Seminar teacher s room, an hour before period 1. Wednesday, November 25 th Successful completion of all first trimester seminar work: Please see scoring guide on next page. 15 hours of service completed, with supervisor reviews. 2 reflections or pieces of evidence for the above hours. Career Related Learning Requirements for your Campus CAS reflections and supervisor reviews: CAS Page in Managebac. Career Related Learning Requirements: To Seminar Teacher, except at South Eugene, where these go to the Career Center. Pre-CAS Goal Setting Activity: CAS Page in Managebac. Pre-CAS Goal Setting Activity (Should have been done before midterm this is the final date to do it for any credit at all). This packet and additional information are available online at and also under the Files tab in your Managebac Account.

6 Important Career Related Learning Dates for Eugene IHS Juniors PSAT Test Wednesday, October 14 Testing day each campus Portland National College Fair Friday, October 23-9:00 a.m. to 12:00 p.m. Saturday, October 24-1:00 p.m. to 5:00 p.m. Oregon Convention Center, Portland, OR Oregon University System Mid-Willamette College Fair Portland Performing and Visual Arts College Fair Financial Aid Night Junior Parent Night International Fair The schools of the Oregon University System UO, OSU, SOU, WOU, PSU, and OIT will schedule individual fall visits in the College/Career Center. Check your school s career center for dates and times. There will also be a tour featuring all of the schools in April. Friday, October 16, 9:00 a.m. to 12:00 p.m. at p.m. Monday, September 28, 7:00-9:00 p.m. Portland Art Monday, Dec. 8, 7:00-8:00 CHS: Junior/Senior night September 24th, SEHS: Wednesday, October 7th, CHS: Thurs October 22, 7:00pm Also be sure to check the Career Center for postings announcing individual college presentations! *************************************************************************************** Career Center Contacts on each Campus are: Churchill: Sheree Houck Sheldon: Kim Johannsen South Eugene: Jenni Plueard

7 CAS Learning Outcomes In completing CAS, students will have Increased their awareness of their own strengths and areas for growth. Students are able to see themselves as individuals with various skills and abilities and understand they can make choices about how to move forward. Undertaken new challenges. A new challenge may be an unfamiliar activity or an extension to an existing one. Planned and initiated activities. Planning and initiation can be in collaboration with others in activities that are part of larger projects, for example, or ongoing school activities in the local community, as well as small student-led activities. Worked collaboratively with others. Collaboration can be shown in many different activities, such as team sports, playing music in a band, or helping in a kindergarten. Shown perseverance and commitment in activities. At a minimum, this implies attending regularly and accepting a share of the responsibility for dealing with problems that arise in the course of activities. Engaged with issues of global importance. Students may be involved in international projects, but there are many global issues that can be acted upon locally or nationally Considered the ethical implications of their actions. Ethical decisions arise in almost any CAS activity, on the sports field, for example, in musical composition, or in relationships with others involved in service activities. Developed new skills. As with new challenges, new skills may be shown in activities that the student has not previously undertaken or in increased expertise in an established area.

8 IHS CAS Requirements (junior and senior years) This is a condensed set of information out of the CAS Packet, which has more information and ideas, and is available under the Files tab in Managebac. Welcome to Creativity, Activity and Service in Eugene IHS! We cannot live for ourselves alone. Our lives are connected by a thousand invisible threads, and along these sympathetic fibers, our actions run as causes and return to us as results. Melville Eugene International High School has made experiential learning a part of our identity since the founding of the school in We are committed to Creativity, Activity, and Service (CAS) as an aspect of an international studies curriculum, for it is one more way students gain confidence and knowledge in a broader world than home and school. In undertaking CAS during the junior and senior years, students derive many benefits, both practical and altruistic. The activities and experiences in which students are involved can be more fully developed both in service to the community and in exploring student interest and potential via creativity and activity. What is CAS? CAS is a fundamental aspect of the Eugene IHS experience. The emphasis of CAS is on new and experiential learning. It is designed to involve students in new roles and explore ways in which current activities can become true learning experiences. The emphasis is on learning by doing real tasks that have tangible outcomes and then reflecting on these experiences. The ultimate goal of CAS is to nurture life-long learners who seek new opportunities and challenges, balance personal and academic pursuits, act with integrity, responsibility and compassion, and who value diversity, ambiguity and discovery to create a better and more peaceful world. Students in Eugene International High School will complete 150 hours of CAS activities over the course of junior and senior years: 100 hours of service, and a reasonable balance between creativity and activity for the additional 50 hours. Hours must be concurrent over two years and should reflect an ongoing commitment to the principles of the CAS Learning Outcomes. Creativity is interpreted as imaginatively as possible to cover a wide range of arts and other activities that involve creative thinking. In a student s CAS program, creativity fosters an appreciation for the arts. Therefore, the activity should be primarily creative in any setting. Examples could include participation in music, theater, fine arts, or design. More specific examples include: taking a non-credit community art class such as painting, sculpting, drawing, etc.; creating artwork during free time; creative writing; dancing; taking music lessons; performing in school plays for which the student does not get course credit; teaching lessons in the creative arts; doing graphic design or CAD; participating or presenting in a show at an art gallery or museum. Activity is defined as physical exertion contributing to a healthy lifestyle, complementing academic work. In a student s CAS program, activity focuses on the physical, and thus, mental, well-being of the student. The activity should be physical and even vigorous moving, increasing heart rate, and sweating are all good indicators of physical activity. Examples include: participating in a school or club sport, training to run a race, taking fitness classes at a gym or through the City of Eugene, commuting to school by bike or foot, or completing maintenance or building trails at a city or county park.

9 Service consists of an unpaid and voluntary community contribution for a not-for-profit organization that has a learning benefit for the student and fosters a greater sense of commitment to the community local, national and international. In a student s CAS program, service focuses on an endeavor beyond a student s current experience. Service must be done in a not-for-profit organization or for persons in need. Special permission is needed if the person in need is a family member. Examples include: working in a community garden, volunteering at a non-profit medical center, or walking dogs at an animal shelter. Immersion students: French Immersion students must complete a minimum of 50 of the 150 required CAS hours in a setting where the French language is primarily used. Spanish Immersion students must complete a minimum of 50 of the 150 of the required CAS hours in a setting where the Spanish language is primarily used.

10 Pre-CAS Reflection and Goal-Setting Exercise Due date: Wednesday, Oct 7: upload to your ManageBac CAS page as a CAS document. In a Word document, type your thoughtful responses to the following questions and upload it to your ManageBac CAS page as a CAS document. Title of your document Pre-Service Reflection and Goal-Setting Exercise. Please review the CAS Learning Outcomes on the previous page. We hope that as students in Eugene International High School, you will work towards the goals embodied in the IB Learner Profile by committing to a specific and personal CAS program that enhances both your mental and physical well-being. We hope that you will become an even more internationally-minded young person, working to create a better and more peaceful world. We believe that you will strive to be an inquiring and knowledgeable thinker and communicator, acting on principle in a caring and open-minded way. We also believe that by becoming a risk-taker, seeking balance, and reflecting on your role in the world, you will become more aware of your capabilities and consciously choose to make a difference. For this particular assignment, please consider your current strengths and weaknesses in terms of these IB Learner Outcomes and your goals for the next two years, by answering the questions below in paragraph responses. If you ve already completed some hours over the summer, reflect on future CAS opportunities, and in retrospect, examine how your completed hours relate to the questions. Then, as you are engaged in your activities over the next two years, please consider and reflect on how you are changing, developing or challenging yourself to meet the goals you have set out, or how your goals are growing or changing along with you. Questions (write at least one paragraph per question): 1. What do you believe are your strengths, academically, physically, creatively, and emotionally? Your challenges? 2. Because of your unique skill set, where will you seek meaningful CAS activities and why? 3. In your CAS experience, how will you move beyond your strengths to find a placement or fulfill a role that also challenges you in new and different ways? 4. Write three specific and detailed goals you hope to achieve during your CAS project(s) at one site. How will you achieve these goals? Use the CAS Learning Outcomes (see below) to support your writing. Example #1: By volunteering at Mount Pisgah Arboretum, I will become more knowledgeable about invasive species and their impact on native plants while working outside, an activity I enjoy. I will achieve this goal by reading, talking to my supervisor, and identifying and eradicating invasive species at the Arboretum. In addition, I will commit to completing at least 15 hours of CAS at the park this trimester and will create a specific schedule to complete this time. Finally, I will collaborate with other people of all ages to maintain trails by initiating a clean-up in a remote area of the park. Example #2: Through my volunteer work at White Bird Clinic: GOAL 1. I will become more open-minded and caring for individuals in crisis. I know I am a compassionate person, but this service will push me to explore new roles, ideas and strategies. GOAL 2. In addition, I will become more knowledgeable about the social, economic and personal conditions that lead people to White Bird. I will discuss these issues with my supervisor and make personal observations. GOAL 3. Finally, I will practice my communication skills by interacting with employees and clients. I will ride along in the crisis van and answer phone calls to the best of my ability.

11 Career Center Requirements (Career Related Learning Standards or CRLS) These are State of Oregon graduation requirements that all juniors will complete through the career center at their respective campuses. You will complete activities at the career center designed to help you prepare for a future occupation. There will also be other specific tasks that vary by campus. Your Junior Seminar teacher will fill you in on the details. Please make sure that you attend seminar class on Wednesday, September 30th in order to learn what the Career Related Learning Requirements are for your particular school and how to complete them. Due date: before Friday, November 20, 2015 Successful completion of your CRLS is a graduation requirement. You must complete them in order to earn a high school diploma in the State of Oregon.

12 Eugene IHS Junior Seminar Parent/Student Review Verification Due date: Wednesday, September 30th: Print out this form and turn it in at your first Junior Seminar meeting. Students: Check below to verify you have read and reviewed the Eugene IHS Seminar packet. o I have reviewed all of the Seminar assignments outlined in this packet with my parent or guardian. o I understand the scope and nature of the work, the expectations and deadlines, and the criteria for evaluation. o I understand that the Seminar Class Work for this term must be completed with a passing grade in order to meet state graduation requirements and IHS graduation requirements. Signature, Eugene IHS Student Date: Student s Printed Name Parents/Guardians: Please read the following and then sign below. o I have reviewed all of the Seminar assignments outlined in this packet with my son/daughter. o I understand the scope and nature of the work, the expectations and deadlines, and the criteria for evaluation. o I understand that the Seminar Class Work for this term must be completed with a passing grade in order to meet state graduation requirements and graduate with the honorary Eugene IHS diploma. Signature, Eugene IHS Parent/Guardian Date: Parent/Guardian s Printed Name